Wednesday, August 18, 2010

On Being Loud

It’s often pointed out that Case has a sort of hierarchy (or caste system, if you prefer), in which faculty and grad students are viewed and treated as employees, and undergrads are treated as customers.

If there’s one thing I think I could’ve done better for Case while I was there, it’s this: I should’ve used that fact to my advantage. Being a customer places you at less privilege than the “employees”, but it gives you some advantages. As a customer, your service is directly proportional to how aware the company is of you. Further, you’re paying Case—not the other way around. Case can’t fire you if they don’t like you; literally the worst thing they can do without resorting to legal action is tell you to stop paying them money. You are under no obligation to do anything else they ask you to do unless you want them to give you a degree—and degrees are at once easier to come by and less differentiated by institution than you might think.

So if there’s stuff you’re unhappy about—say, lack of access to academic buildings, lack of flexibility in the general education program, or a broken organizational structure—then be loud about it. Figure out who owns it, and make it impossible for them to ignore you. If you don’t get the results you desire, then either be louder or find more powerful people to be loud at. Don’t be afraid of starting email threads with people with scary titles—or of sitting down in their office till they listen to you.

If a small, dedicated collection of students advocated for change in this way, it’d be done by the end of the academic year. If that group maintained cultural continuity, then it might stand a chance at turning Case back into a university that the world took seriously.

(Caveat: don’t be a dick just to be a dick, and don’t assume that the people you’re being loud at are idiots; they’re not. But you knew that already, right?)

Tuesday, July 27, 2010

PSA from the Other Side

…Wherein I play devil’s advocate for a controversial yet justifiable viewpoint.

If you’re in Cleveland, keep reading.

If you’re happy, self-actualized, have a plan, and feel like you’re making good progress on it, then congratulations—keep doing what you’re doing; you can stop reading now.

If you’re unhappy, or if you’ve got an idea that you’re not sure is possible or that you don’t think you’re smart enough to make happen, then step number zero—the hidden step before you do anything else—is get out of Cleveland. It doesn’t matter what step one is. If step one is “get a degree”, then get it somewhere where the climate itself isn’t your enemy. If step one is “make some money”, then make it in a place where you can rely on your extended network to be on your side. There for family? Get your family out of Cleveland.

You’re intelligent and self-aware; you know that something’s not quite right. From the other side, though, I’m telling you: you don’t fully realize how miserable you are, how much your surroundings are weighing you down, or what you’re capable of when that stops being the case. Your effort is precious right now; put more of it into step zero, and see what happens.

The “brain drain” that people talk about in Ohio isn’t a problem; it’s a sign that people are finding themselves with more options. The proper response to it isn’t to try to reverse it by ensnaring more brains. Instead, you should use those options.

I’m not saying that the rest of the world (or any part of it) is just fine. On the contrary, there are huge problems everywhere. That’s why it’s vital—now more than ever—that you intelligent, passionate human beings find a place that’s not trying to stop you from solving them.

Tuesday, June 22, 2010

Resources

I will not rant. Points made by previous posters are valid, but I will take a different approach. CWRU has a lot of resources available to undergraduate students. Many of these resources are buried and difficult to find. This post will outline several of the things I found helpful while dealing with esoteric rules, bureaucracy, etc.

Use the career search resources. Use CareerLink. The Career Center Guide is also a fantastic resource for resume writing. When searching for a job start early and keep searching. Companies often do their searching at the last minute.

The co-op program Career Link equivalent is called Simplicity. Many of the listings are not for co-ops but internships and full-time employment. It is useful even if you are not a co-op student.

Do work study. The work study program is good. Sometimes you can even get paid for undergraduate research instead of getting measly credit hours.

Do undergraduate research. Find a professor researching something interesting and someone to fund you. The SOURCE office lists a number of resources to get funding.

Use the research tools. KSL has a long list of quality research tools in many different subjects. People in the real world get stuck with $25 for a journal article. The CWRU network allows instant access to many articles from quality publishers like Elsevier and databases like PubMed. As a research engineer, I have found three especially good tools in Knovel, SciFinder, and the OhioLink Electronic Journal Center.

Watch the money. While money is not everything, but it is definitely something. Know how much you're spending on tuition, housing, food, etc. If you are on student loans, have a plan to pay them back. Be careful in assigning value, or lack thereof, your prospective degree. The way to assign value to your prospective degree is to talk to people who did not go to CWRU.

Deal with the bureaucracy. There is too much, but it's still there. Things will not fall into place. You have to put them there and make sure they stay.

  • Consult SIS. Be glad you don't use SOLAR.
  • Read the student handbook. At least skim the relevant sections. The fine print is more reliable than anyone's second-hand advice.
  • Talk to your adviser. If you adviser isn't being helpful find a different faculty member. Some departments have an unofficial faculty member who is the go-to guru for undergraduate issues.
  • Talk to a dean. Some deans are more helpful than others. Ask other students who they've had good experiences with. The deans' contact info, which is surprisingly hard to find, can be found here.

Monday, May 3, 2010

CWRU SAGES: The Review

About seven years ago, Case Western ripped out the guts of its general education program and replaced it with a bold new program. In the new program, instead of taking one English course and a few credits in broadly-defined “whatever you feel like” to attain your breadth requirements, you get to take a year and a half of mandatory remedial English masquerading as topical seminars. You can’t test out of it, you have minimal flexibility in scheduling it, and you have absolutely no way of substituting anything else for it.

After you go through that, you get to complete a writing portfolio showcasing your mastery of the SAGES writing outcomes. I turned mine in recently. The school accepted (with a generic form letter) exactly the document that I just linked to two days later. By all means, read the whole thing. I’d like to talk a bit more about one excerpt from it, though, that I feel is really important for CWRU to understand.

You see, in order for an education to be meaningful, it needs to have conceptual integrity. It must flow together—the basic building blocks must contribute to understanding of more advanced concepts, the coursework must be situated in context with itself, and the program must have a clarity of purpose, be that to prepare one for the workforce or to bring one up to speed on current thought in an academic community. When a degree is peppered with random exercises in remedial writing, with subject matter that we don’t necessarily care about or want to write or talk or even think about, it becomes meaningless. When we students aren’t progressing towards some goal, or when we don’t see any utility in the exercises we are doing, we become apathetic and disengaged. We cease to find value in any coursework. We will look back on our time at this school and wonder: “what was that for?” And as we mentally check out of our classrooms, so too will our professors, seeing no point to their lecturing; eventually, the whole university will become as its general education program: devoid of purpose, cut off from reality, churning out papers and grants without ever really understanding why.

This is why CWRU’s undergraduate education finds itself in such dire straits these days. The programs are disconnected and confused. The bureaucracy makes it impossible for any one person to carry a vision to fruition, and what we wind up with instead is an amalgam of broken, half-implemented systems maintained by sprawling committees that fail to agree on anything.

I want to emphasize that if CWRU were totally sane, this pile of bullshit would’ve been scrapped three, maybe two years ago. Right now anybody with a brain and a set of ears knows that it was a mistake. So I leave the following as an exercise to you (because I haven’t been able to figure it out yet): why does SAGES still exist at all? Moreover, why is it still mandatory?

Sunday, March 28, 2010

Almost There…

Semester's almost over. Hang in there!

Monday, March 22, 2010

BA 42 Credit Hour Rule...A Good and Bad (Mostly bad) Rule

Like Neil and Steve, I too have had my own problems trying to get things done in this school. Also like them, I love the school but things have to improve internally if we are to get more students to come to Case.

Before I share my own "adventure," let me first point out that I am a graduating senior in the Bachelor of Arts degree in Economics. This little journey I undertook concerns those who have are trying to get a BA degree. It involves the lovely rule known as the BA 42 Credit Hour Rule which I shall refer to as the BA42 from now on.

I was struck by this rule back in November of 2009 when I was trying to figure out what last minute courses do I need to take in order to graduate (I'm Asian, I like to over prepare). In our SIS system, I noticed that every category was labeled "Satisfied" except for one...The BA42. I have never seen this rule before and get this, the required credit hours I needed to fulfill it was 0.01 hours. Yeah....that made absolutely no sense. So I decided to e-mail the deans asking them about this rule and what I can do to fix it.

After waiting for about a week or so, I got....no response. That leaves the other choice of skipping one of my classes just to go in during their many (and by "many" I mean a few and inconveniently placed) hours. Fortunately, I was able to talk to a dean who informed me that the BA42 simply means that students cannot have more than 42 credit hours in their major. I had 45 credit hours in the ECON department, 3 hours over the limit, which meant that I had to take an additional 3 hours outside of the department in order to equalize the balance...I guess. Oh and in order to graduate, we need a total of 120 credit hours. With this rule, I had to take 123 credit hours in order to graduate. It is a way to prevent students from focusing too much on their major.

Yes, that's right. Prevent students from focusing too much on their major. Why the hell do I not want to focus too much on my major? Okay, I can see the logic behind this . You want to be able to explore more of the many courses that our school has to offer and I agree with that. One problem, how come we weren't informed of this rule and how come I never was warned I broke this rule?

At least the dean I talked to said that they can fix this by having me find courses I've taken as ECON and see if they were labeled as other department courses as well. I had two fortunately so problem solved right? Nope. Fast forward to February and they have not changed it. I had to talk to another dean, a different one since the secretary said that the dean I talked to was for underclassmen whereas I'm an upperclassmen. So I decide to go talk to a different dean without particularly caring whether or not they were under or upper. This dean told me that she'll e-mail the dean I talked to and e-mail the dean whom was assigned to me. Finally things were getting done.

I talk to the dean and she eventually had me fill out a form which switched the classes around so I would not break the rule. I was finally done. I can graduate...I hope.

So what is the point?
  • The BA42 is to get students to explore other classes
  • Go over the 42 credit hour limit, you are forced to take additional credit hours outside that department in additional to your total 120 credit hours.

I see the logic behind this but there are some issues that need to be resolved:
  • The deans don't really have all that great of hours for those who take a lot of classes
  • The deans never respond to e-mails from students...at least in my experience
  • The BA42 is not advertised nor are students warned/informed about it in any way whatsoever. I have friends whom I told about this rule and they found out they too broke the rule and had to try to find ways around it.
  • My advisor and the ECON department didn't know about BA42
  • The deans are themselves are split between the BA42. One thinks it's a stupid rule and I agree. The other thinks it's a great rule. The last one didn't really have a decisive opinion on it.

If you want to have this rule in placed, at least let the students know about the rule when they decide to major in the Bachelor of Arts. They claim that the SIS tells us but in reality, it only shows up when we are dangerously close to breaking it and it is not noticeable at all. Sure, it is our responsibility, I accept that. But can you please set up a better system to inform us about this rule so that we can graduate without having to stress out about whether or not we can graduate or not?

Sunday, March 21, 2010

The Red Sea of Tape

(NOTE: This is a long post. If you'd like to save some time you can skip the middle section)

Everyone who is going to post on this blog has their own wonderful stories about how they had to pull teeth to get something done at this University. Something I hope you realize after you read some of the postings here is that, in general, we don't hate Case. That's why we're doing this, in fact, because we think there is a lot of good about this place and we don't want to see it buried beneath the less appealing aspects.

Some information about myself, as this is my first post: I am a BS/MS student at Case. For those unaware, Case provides a BS/MS combined degree program that lets you finish it up in 5 years (or in my case, four years, since Case was nice about providing credit for all my AP courses in high school; this is a merit of Case not to be overlooked). In my specific case, my BS will be in Applied Mathematics and my MS will be in Computer Science. At least, I think so. I honestly have no idea. And I am graduating this semester. I hope.

You see, the main problem with Case right now is that while it offers some pretty cool opportunities, the institution provides exactly no help or guidance in actually taking advantage of them, instead implementing a Red Sea of Tape that you must fight through any time you want to do anything. One of the side-effects of this Red Sea of Tape is that no single employee knows everything about how to handle a given situation; once the process leaves his department (and eventually it does), he doesn't know what happens, and in many cases, doesn't care either. I don't think that anyone in particular was fighting me or conspiring against me; rather, the system itself has rendered it impossible for any single person to have known how to tell me exactly what I needed to do.

For this post, as you no doubt have gathered by now, I'm going to describe how I got into the BS/MS program for the benefit of those who, like me, came to Case in part because of the existence of this program. I mean, if this was true for me, it's got to be true for some of you prospective students. It's an awesome program, mostly because it lets you get a Master's faster, without having to take a GRE.

The first bit of advice I can give to anyone trying to apply to this program, or really, anyone trying to do anything here at Case, is to start early. You think it's going to be really simple, but then you realize you need a signature from person X only available on these days at these times which may or may not actually agree with your schedule. Or maybe you need to fill out form Y which needs to pass through approval processes at three different departments, with the chance that something gets screwed up at each one.

This is probably a good point to mention that in general I slightly disagree with Steve's overall assessment of the Case experience. Personally, I'd say, overall, that I enjoyed my time here. I've made some wonderful friends whom I wouldn't trade for the world, and I've had the chance to do some work that really interests me. On the other hand, I also disagree that the employees are competent and pleasant to work with without exception. I'm not going to name names here or anything as that's a little classless, but in my time here I have definitely met some front desk employees that are quite rude and others that just seem clueless and incompetent. Some of them still have their jobs. But, again, this isn't where I'd like to focus the story, since I don't think it was because of these employees that I had so much trouble.

* * *

Please keep in mind this all happened about two years ago. I'm piecing together the story from old e-mails, and the process may have changed since then. If some details I say are inaccurate, that is the explanation.

The story begins when I first talk to my second-year Math adviser about the BS/MS program. I guess at that point I quickly learned I was in for a bumpy ride as I found out his knowledge of the BS/MS program extended about as far as, "There is a BS/MS program." I guess that's not his fault, but it didn't change the fact that I needed advice from my adviser and did not get it. In general, advising was pretty useless to me as an undergrad (as a graduate though the experience has been much better). The only time I ever spoke with my adviser was to get holds removed every semester. In general I would just ask him to remove the hold, sometimes even without telling him what classes I was going to take. He would remove the hold anyway, which left me wondering what the whole point of the hold was in the first place.

My adviser tells me that though he doesn't know what I am supposed to do to apply, or what requirements I have to fulfill, he would figure it out for me. However, he doesn't tell me what he's found until I e-mail him about it a couple weeks later. This gets into another key point. It is, apparently, your responsibility to figure out what is going on if other people are doing things for you. So, for you prospective students, when you need administrative work done here, keep matters in your own hands at all times to the best of your ability. Don't let Administrative Employee X deliver Form Y to Important Person Z Who Is Not There At The Time to sign it. Keep the form, ask when that person will be back, and come back and insist on getting the form signed yourself. This is the only way that you will know for sure that things you need to get done are, in fact, getting done. If for whatever reason there's something you can't just do yourself, then constantly e-mail all parties involved to make sure that nothing went wrong until you're absolutely sure that things went smoothly.

At this point, I looked on the web site and found a page that told me to see a certain professor regarding BS/MS dealings. I was redirected to no fewer than four different professors to gather information about what to do. They were varying degrees of helpful, but each one provided different and sometimes conflicting information on what I did or did not need to do. Eventually, the process narrowed down to getting a Planned Program of Study filled out, and a Graduate School Application submitted.

A Planned Program of Study is something they want all the graduate students to have on file stating what courses you plan to take to fulfill your degree requirements, and when you plan to take them. For a reason I still cannot remember, I had to have this in as part of the application process. This doesn't make sense to me. Why? Because you, the student, have no idea at all what courses are actually going to be offered in any given semester beyond the next one; this is more true for 400+ courses but it happens with some undergrad courses as well. Some courses are only offered every other year, and others just seem to be offered just on a whim; I originally had EECS 405 (data structures and files) in my PPOS, and took it out when I found it wasn't offered in any of the semesters I was doing course work. Of course, this semester, it is being offered; a semester too late for me, as I no longer needed it by then. How am I supposed to plan out my future courses when there is no public indication of what courses are actually going to be offered? And if I was supposed to work with my adviser on that, why didn't anyone in the approval process (which included getting a signature from said adviser) stop and tell me, "Hey Neil, this isn't gonna work, here's a list of what course-semester combinations we plan to offer over the next two years." Of course, you can amend your program of study whenever you want as long as you get it approved again, even right before you graduate (as I have done). So, again, what was the point? Why was I forced to make a plan that I literally cannot follow and thus must amend later?

At least filling out an application to the Grad School seemed more reasonable. I decided to do this online since I figured that would more directly get where it needed to be, and in general I liked the idea of being able to e-mail people to bug them about Rec letters instead of having to personally get them. Bad idea. The online application, it turns out, would be some generic thing that Case purchased from some company that, I guess, sells usage rights of this web application for applying to grad schools. Or something. Point is, it was this horribly dated ("Web 1.0") application that you go through and fill out. What bothers me here is that I'm almost positive that Case could find someone to whip up with a much better app that they don't have to overpay for (overpay in the sense that charging anything for this garbage would be too much); maybe make it someone's senior project or something. Anyways, I can deal with that, but the rage-inducing thing here is that they give you a drop-down box for selecting your degree program, and nowhere in there is an option for "Applied Mathematics B.S./M.S. in Area of Application", or even anything close to what I was trying to apply for. I ended up selecting "B.S./M.S. Mathematics." I figured if that wasn't right, it'd be close enough. Of a lesser concern to me was that the application charged me a small but not insignificant application fee, when all instructions I could find stated that I didn't have to pay such a fee. This surprised me considering they told me I could use the online app...I didn't even bother trying to get that fee reimbursed.

So a couple weeks later, I get a letter from a Math department employee that essentially said "????" Of course I knew this was coming and won't hold this against the organization; there were some odd things about the application, like the fact that I didn't enter a GRE score (again, for this program, it isn't required). I explain myself, and she tells me I was supposed to mark it "B.S./M.S. EECS." My bad, I guess, but that's a completely separate program from what I was applying for. Regardless, I suppose looking back it makes sense, since my graduate career was going to be in that department, not Math. She's nice enough to forward the materials of the application to the EECS department, and informs me that I'm to submit my Statement of Objectives and some other things I couldn't submit in the online app (now why couldn't I just upload the Statement of Objectives with the application? Oh yeah, because Case didn't write it) to a certain employee there. So I do this.

This is at the start of April, in 2008. Fast forward to late June, and I still haven't heard anything about the status of my application. Not even a "we received your application, we'll take it from here" sort of thing, which considering the bizarre circumstances in which they were receiving said materials, I think would have been courteous. I e-mail this person, and she tells me that in fact, my application was received, and decisions were sent over to Grad Studies, who in turn, would relay that information to the applicants. Oh that's good. Except I wait another month and I still haven't received anything from them. I e-mail her again, and she asks whether I submitted a PPOS, and also mentions that I was accepted into the program. Yes, this is how I found out I was accepted into the program. Good news, but I was curious why they didn't have my PPOS, so I told her I'd submitted it, which gets me referred to some contact in Grad Studies who claimed she never received it. Umm...what? Fortunately, I had saved a copy of the PPOS, so I e-mailed this person asking if I should scan the copy and send it to her. Note that this is summer and I was working in my hometown; I couldn't reasonably go hand it to her. She doesn't respond, but it doesn't matter because now a different person from Grad Studies e-mails me and asks me to send her my PPOS. Months go by without e-mails, and I'm told I was accepted, so I think all is well. By the way, I never did get a decision letter from Grad Studies, despite being told that the hold-up was due to the PPOS not being on file.

Fast-forward about four months to November, and I get an e-mail from a dean complaining that I didn't follow my PPOS. She also tells me I'm not able to double-count (the way BS/MS works is you can pick 3 courses to count as hours for both your undergraduate and graduate degrees; this is what makes the program what it is) the courses as I had written down because I was not admitted into the program yet.

Wait. What?

So many things wrong with this: (1) I was already accepted into the program, I had been told; (2) She e-mails me about this in November when this e-mail could have been sent at the start of the semester, just after drop/add ended and thus could not have added that course; and (3) of course I am not taking EECS 405 this semester. Because your university is not offering it!

So I reply claiming that I'd been informed that I had been accepted. So, as you surely expect by now, I get referred to someone else; it happens to be the same person I e-mailed the PPOS from. The dean tells me she has my PPOS, but not my application. So we have here people that have my application but not my PPOS, and people that had my PPOS but not my application. You'd think they could figure out how to bring everyone onto the same page here, but instead I had to e-mail that person again and inquire as to my true application status. She responds a week later saying that SIS was updated with the fact that I am a BS/MS student. Victory. Finally.

* * *

Of course this would be only the beginning of BS/MS-related troubles for me, but I'll save those for another post. This one's getting long enough as it is, even though I skipped past some of the more minor annoyances, like having to pay to have a transcript sent from the Registrar to Grad Studies; about a one-minute walk at the most. The point here is, of course, why did I have to go through any of that? Why couldn't someone have just given me clear, concise instructions as to what I was supposed to do? Why did I have to constantly be bounced around from contact to contact? With how clueless and confused everyone seemed to be, you would have thought I was the only student to ever try to apply to the program! There were stages in the process where I literally thought it was a "carrot on a stick" deal.

To recap all of the organizational shortcomings that occurred (or to quickly state them for those who skipped the middle section):

  • Failure of advising to provide a proper procedure for applying to the program
  • Forcing students to plan ahead without providing an easily accessible list of planned course offerings more than a year in advance, knowledge necessary to plan ahead
  • Failure of organization to propagate information between its own departments (multiple times)
  • Loss of a critical form (Would have been much worse for me had I not made a copy)
  • Failure to keep the applicant "in the loop" with respect to the processing of his application, including the failure to provide a formal notification of decision
  • Outsourcing of work to other companies when talent to do said work clearly exists within the institution
  • Failure to respond to e-mails in a timely manner (ranges from weeks to months depending on person), if at all. Most of these people, when I actually met them, were quite nice and helpful when I made an appointment to speak with them, so maybe this is just because their in-boxes are constantly overflowing.
See, as you increase the number of people involved in performing any individual task, you are increasing the number of possible points of failure. For example, let's take the loss of my original PPOS. I have no idea who screwed up, but somewhere in the process of handling my PPOS, someone misplaced it. Now someone could have told me back then who that person was and, honestly, I wouldn't have cared. We're human after all. We screw up. It happens. But that doesn't justify a system that multiplies the failure rate more than necessary.

I'm not trying to absolve myself from blame here. If anything, I blame myself the most (although mainly because I cannot really pin it on any other single individual). What I took away from the ordeal is what I tell anyone I know who plans on applying to the BS/MS program (or really anything out of the ordinary) and what I told you, the reader, at the start of this post. Start early. Also, if you find early on that your adviser is not very useful, don't be afraid, as I was, to talk to some of your professors that you like and see if they have any helpful knowledge for you. That's another thing I regret looking back, is that I didn't network myself with professors well. When it came time to go through this process and found I really couldn't think of any professors to get a rec letter from, that failing of mine really was starting to leave some deep teeth marks.

Friday, March 19, 2010

Senior exit survey

Case recently had its senior class fill out a survey on overall satisfaction with our tenure at the school. It included a long-form response concerning overall comments on our undergraduate experience. I think my response is a good introduction to a lot of the issues I’m going to be talking about in this blog. The full response is included below, edited only for typography.

Regrettably, I don’t have a clear answer for what went wrong with my Case experience. It’s not that I was working with incompetent people; far from it, I feel privileged to have had the opportunity to get to know the people I’ve met here—administration, faculty, and students alike. And it’s not just that any one thing or list of things was missing from the experience; I have my gripes with the current curriculum, and especially with SAGES and the computer science undergrad courses, but I don’t believe that these are what so negatively color my memories of this place. So I’m not going to enumerate such complaints here, and will instead attempt to explain in broad strokes why I feel the way I do.

I feel as though Case misrepresented itself to me when I was a prospective student. I remember thinking that Case was a possibility school—a place where it was possible to take one’s dreams and, with the help of a community of smart, dedicated people, turn them into reality. What I discovered on coming here was a different story.

When I say that Case suffers from bureaucracy, I don’t mean that bureaucracy is present at Case. I mean that bureaucracy is a cancer that the school has contracted. It has metastasized throughout the entire institution, and now it is slowly killing us. Every attempt I’ve made to do anything whatsoever somewhat outside of the ordinary—every time my undergraduate experience failed to fit into one of Case’s cookie-cutter molds—I’ve been met with inordinate amounts of resistance. I’ve learned that I can’t do X because of some political interplay between departments or professors A and B, for instance. Or that it might be possible to do Y, but there’s no official procedure for it—thus rendering Y essentially impossible. I can best sum up the mentality that I’ve encountered as “this doesn’t exist yet; that probably means there’s some reason it can never exist.”

I don’t know where this mentality comes from. Again, with very few exceptions, everyone I’ve worked with here is positively brilliant. I am forced to conclude thus that the experience I’ve had is not the fault of any person or people, but is the product of an ineffective system that all of its constituents are powerless to change.

I don’t have an easy answer for how to remedy this; indeed, there may be no easy answer for it. But it’s the reason that so many of the brightest professors leave, and that so many of the most promising students drop out or transfer. If this school wants to stop mimicking institutions like MIT or CMU and start setting its own leads for others to follow, then that is the problem that must be solved.

Scwrud: A CWRU Undergraduate Experience

Welcome. As of this writing, I’m in the last semester of my senior year at Case Western Reserve University. My purpose in writing this blog is twofold. First, I want to make my views on the current quality of Case’s undergraduate education known to prospective students; and second, I hope to persuade the current members of Case’s academic community to construct solutions to the problems I outline here.

I believe

  • that transparency is vital to effecting institutional change;
  • that it is in Case’s best long-term interest to provide an accurate, current view of its undergraduate programs to prospective students; and
  • that Case can be the things it desires to be if it takes the previous two points into account.

I hope for this blog not to be a solo effort; as such, please email me if you’re interested in becoming a contributing author—part of the difference between “lone belligerent crackpot” and “community of clear-minded individuals asking for change” lies in having other people around. :)

I hope for most of these posts to be entertaining; nothing is worth doing if it isn’t fun. That said, some of them will be serious—so, sorry about that.

Thanks for reading this far. If you haven’t already, please subscribe. Cheers!